Home Developing Lessons Based on the BIG Questions
| Content Standards | What do students need to know? | |
| Process Standards | What should students be able to do? | |
| Performance Tasks | How might students participating in Project TANEY demonstrate their knowledge and abilities? |
You know the importance of asking students questions to stimulate their thinking processes. The questions and suggestions offered on this page are meant to be used as a guide in planning lessons based on cultural studies or to generate ideas for student-based investigations and performances. As you and your students progress through your study, be sure to note the big questions you and they generate together.
----What do students need to know?* Where are the locations of the significant places being studied?
(SS2, 5, 7)* How have the ways in which resources are defined, distributed, and used affected events and developments in our county over time?
(SS2, 5, 7)* How do governmental decisions impact the physical and social geography of this region?
(SS2, 3, 5, 7)* Why do people’s perceptions and evaluations of a place differ or change?
(SS5, 6, 7)* What is the relationship between culture and the physical environment?
(SS5, 6, 7)* Why do or should people monitor changes in the environment caused by natural and human factors?
(SS2, 5, 7) Top of Page* Evaluate patterns in geographic information and data. (G1.6)
* Evaluate the accuracy of information and the reliability of its sources. (G1.7)
* Use technological tools and other resources to locate and select information. (G1.4)
* Organize data, information, and ideas into useful forms (charts, graphs, outlines, and maps) for analysis and presentation. (G1.8)
* Exchange information, questions, and ideas in class discussions while recognizing the perspectives of others. (G2.3)
* Identify and define problems and issues concerning human use of the region’s biosphere; propose alternative solutions, project probable consequences of the alternatives, consider different viewpoints, and evaluate costs and benefits of the alternatives in light of aesthetic, practical, and ethical criteria. (G3.1; G2.3; G3.1-8)
Top of Page*Construct maps of the area that show locations of various political units, geographic features, or demographics, and communicate the current and historical significance of each location.
*Create brochures describing different regions of the county, highlighting cultural or physical significance or changes of the region.
*Predict how one’s own life would be different if you were to move to a new area of the county, or how it would change if others moved into the area. Create a graphic organizer to show ideas.
*Compare two Ozarks cultures or regions with regard to how people view time, space, structure, individualism, formality, occupations, and the natural environments. Plan and present an oral presentation with visual aids to present to a specific audience.
*Participate in an e-mail program and identify environmental concerns of same-age students in different areas of the county or region. Use these concerns and other sources of information to define environmental problems and propose ways of dealing with them, in addition to current efforts being undertaken. Create a radio script to communicate your ideas.
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